Integration or
Transformation?
A cross-national study of information and communication technology in school education
Appendix 6.3
6.3 School policy documents
6.3.1 Tadcaster Grammar School (England)
The four policy documents from Tadcaster Grammar illustrate the way in which one school has chosen to implement the national curriculum requirement to teach ICT in a cross-curricular context. It chose to divide the advisory program of study (PoS) into discrete elements. These elements have then been matched with existing components of other subject areas for delivery, such as a Desk Top Publishing module in Art and a simulation of storming a mediaeval castle in History. Subject teachers record the participation of students in ICT-based activities on a log sheet. The ICT coordinator collates the logsheets and writes reports for individual students for this area of learning. It was noted that this method of delivery can make it difficult to make the cross-subject linkages which digital materials can support.
The four policy documents comprise:
· ICT code of practice
· ICT policy
· ICT development plan
· Excerpt from Key Stage 3 cross-curricular programme of study (Art and History only).
ICT Code of Practice – Tadcaster Grammar
· ICT stands for Information and Communications Technology. With regard to this code of practice ICT covers all such technologies used at Tadcaster Grammar, specifically including the curriculum network, stand‑alone hardware and peripheral equipment (such as digital cameras).
· Access to ICT is provided to support and enhance the student's school work and to provide key skills that will prove useful in future. In using ICT at Tadcaster Grammar, all users must agree to the points below and should recognise that, in doing so, the productive and enjoyable use of ICT will be maintained.
1. General
· Students should:
Consult the Head of
Information Technology (Mr Ives) with any problems or queries.
Act in a manner in
keeping with the ethos of Tadcaster Grammar.
Use ICT solely in
connection with school work and extra‑curricular activities.
Be under the
responsibility of a member of staff.
Take care to look
after the ICT equipment used.
Explore the use of
the different software packages made available to them.
Familiarise
themselves with the hardware present in school.
Be aware that
computer based viruses exist and work to restrict infection.
· Students should NOT:
Use the ICT rooms
without a member of staff present.
Tamper with ICT
equipment, including system files.
Install any
software.
Play games.
Eat or drink in the
ICT rooms.
2. Curriculum Network
· Users are provided with the privilege of a network account as long as they act responsibly. Responsible users should:
Follow the advice
given on the use of passwords (if applicable).
Solely use their
own personal account, or one of the shared accounts.
· Responsible users should NOT:
Undertake actions
that will have a detrimental effect on other network users (including editing,
moving or viewing files).
Tamper in any way
with the network system, including hardware and software (that is system files
and processes).
Allow the use of
their account or password by anyone else.
Store unsuitable or
irrelevant files.
· NOTE: The network administrators reserve the right to view any files stored on the network, and to delete any that are unsuitable. Common storage areas on the network (eg. Drive T ‑ `Shared on Tadgram' or the root of the `Home' drives) will be cleaned of excess/unsuitable files on a regular basis.
3. Internet Access
· Tadcaster Grammar recognises the importance the internet as an information source and collaborative learning and communication tool. It does not condone access to unsuitable material and implements procedures to restrict and discourage such access. Filtered internet provision is provided using the curriculum network, using departmental usernames/passwords and is subject to the following:
Access is a
privilege at Tadcaster Grammar School.
Pupils must be
supervised at all times by an appropriate member of staff.
Time spent on‑line
must be specifically related to current school work and should be sensible and
planned.
Unsuitable
materials must not be accessed (incl. viewing, downloading and copying).
Email should only
be used after consultation with the supervising member of staff.
Users should take
notice of matters such as plagiarism, lawful conduct and copyright.
ICT Policy –Tadcaster Grammar
Rationale
· Information and Communications Technology (ICT) are an integral part of all areas of modem society, commonly called the Information Age. ICT includes all digital media (such as text, images, video) and systems for information retrieval and publishing, control, collaboration and communication. In order for young people to take full advantage of the opportunities offered by ICT, in enhancing their learning and participating in society, it is vital that ICT capability and confidence are taught as a key skill for all.
·
Aims
· Teaching staff will be confident and confident in integrating ICT into their teaching through productive lesson preparation and classroom access and presentation.
· Students will be taught to use ICT effectively to analyse, process and present information and to model, measure and control external events as required by the National Curriculum.
· The impact, limitations and opportunities of networked resources (such as an intranet and the Internet) will be realised and used effectively and efficiently.
· All ICT users will demonstrate a positive and responsible attitude to ICT and will develop autonomy and independence in using and seeing the need for using ICT.
· Students will have suitable access to ICT resources to allow work in discreet lessons and across the whole curriculum and to allow individual and collaborative learning.
·
Objectives
· The ICT Working Party will review and monitor the use of ICT across the curriculum.
· ICT work will be differentiated for different ability students.
· ICT will be mapped, designated and integrated into curriculum areas, according to the National Curriculum orders and with a view to Key Skills.
· Across Key Stage 3 ICT Log sheets will be completed for individual students for all designated ICT work. The ICT Log sheets will be stored as a central record.
· Students have prioritised (by year group) lunchtime access to ICT facilities at a published time each week in addition to a range of specialised extra‑curricular ICT activities.
· All ICT users will have an individual curriculum network username and a fileserver directory for storage of files. They will also have access to floppy discs in order to keep backup copies.
· Curriculum network usernames and passwords form the basis for network security and associated capability, such as internet access.
· Staff users of the curriculum network and all departments will have an individual username/password enabling filtered access to the Internet and an Internet email address.
· Using the departmental usernames, students will have access to the internet, for world‑wide web and email, and only under the direct supervision of a member of staff.
· Intranet access is provided where intemet sites will be cached locally (if possible and vetted by teaching staff) and local curriculum specific content will be created. All curriculum network users will have access to the intranet, with user permissions used to limit access to staff areas.
· ICT resource provision will be reviewed annually in line with the ICT Development Plan.
· The school web‑site will be set‑up and will provide relevant information for current and prospective parents, students and staff.
· ICT resources will be suitably protected from viruses, tampering and unauthorised access to information. This includes administrative and curriculum areas.
· INSET for staff will be provided and participation encouraged both internally and externally, in particular making full use of the NGfL training initiative funded by the New Opportunities Fund.
· ICT Technical support is provided according to the ICT Technical Support policy.
Review
· Through the ICT Working Party, the ICT policy and development plan will be reviewed annually.
· Measures of student ICT capability will be examined annually.
· The ICT Working Party will monitor ICT usage and staff competence and confidence throughout the year.
· Students and parents will be asked to respond to an ICT questionnaire in the Spring term.
·
ICT Development Plan 1999‑2000 – Tadcaster Grammar
National Curriculum IT Delivery and Discreet ICT
1
· 1.1 Aim: To provide an effective teaching scheme that will develop the necessary skills and
· experiences to enable pupils to become critical and largely autonomous users of ICT at KS3.
· 1.2 Objectives:
· 1.2.1 Provision of discreet ICT lessons in KS3 for all pupils every week in years 7.
· 1.2.2 In year 8 and 9 a mapped, designated system of ICT work to be carried out in all curriculum areas. Such work to be integrated, compulsory for all pupils and recorded and assessed.
· 1.2.3 INSET provision on the recording and assessment given and incorporated into the whole school recording and assessment policy.
· 1.2.4 Recording and assessment procedure introduced, to include central recording of ICT assessments from all curriculum areas.
· 1.3 Time‑Scale: From September 1999
· 1.4 Implications
· 1.4.1 Subject staff knowledge of ICT log sheets.
· 1.4.2 Subject development of ICT activities and log sheets.
· 1.4.3 Availability of ICT for booking across all 40 periods.
· 1.4.4 Accommodation for whole form groups in ICT rooms.
· 1.5 Responsibility:
· 1.5.1 Head of IT, delegated to H Taylor for discrete Yr 7 ICT lessons.
· 1.5.2 Head of IT with individual subject HoDs for cross‑curricular ICT scheme.
· 1.5.3 Head of IT for INSET, recording and assessment policy.
·
2
· 2.1 Aim: To provide a valued and useful unit of IT in KS4 for all pupils.
· 2.2 Objectives:
· 2.2.1 The introduction of an accredited Key Skills unit.
· 2.2.2 Students to value and participate well in the scheme.
· 2.3 Time‑Scale: From September 1999
· 2.4 Implications
· 2.4.1 Continued time slot for PSE ICT rotation.
· 2.4.2 Accommodation for whole form groups in ICT rooms.
· 2.5 Responsibility: Head of IT, delegated to H Taylor.
·
ICT Resources and Software
3
· 3.1 Aim: To provide a common software base across the whole school, which is fully licensed.
· 3.2 Objectives:
· 3.2.1 Existing computers which are upgraded and all newly purchased computers to have:
· MS NT 4 Workstation/MS Windows 95/98 (departmental decision)
· MS Office Professional 97 (including MS Word, MS Excel, MS Access, MS Powerpoint, MS Outlook), possibly MS Works 4.5 as cheaper alternative.
· MS Publisher 98
· MS Internet Explorer 5
· MS Exchange client
· Virus protection
· Other departmental based packages (to be decided through the ICT Working Party).
· 3.3 Time‑scale: ASAP
· 3.4 Implications:
· 3.4.1 Cost of licensing.
·
4
· 4.1 Aim: To promote the personal usage of ICT by staff in lesson preparation and as professional development.
· 4.2 Objectives:
· 4.2.1 Make sure that all departments' areas have a workstation for staff use
· 4.2.2 Encourage use of ICT through network/internetwork INSET.
· 4.3 Time‑Scale: Short term
· 4.4 Implications:
· 4.4.1 Costing of new computers for staff departmental areas (£750 per machine).
· 4.4.2 INSET time.
5
· 5.1 Aim: To take full advantage of learning opportunities that are available using new technologies.
· 5.2 Objective, to explore the feasibility and cost effectiveness of new technologies such as videoconferencing, digital image capture (video and still), editing and projection.
· 5.3 Time‑scale: Short term
· 5.4 Implications:
· 5.4.1 Cost of image capture cards, sound cards, earphones, speakers, scanners, digital cameras, digital video (approximate cost £2000).
· 5.4.2 Training needs of staff.
6
· 6.1 Aim: To provide a core suite of ICT resources within departments, incorporating a common operating system and capable of making use of new Information and Communications Technologies in all teaching rooms.
· 6.2 Objectives (in accordance with departmental ICT development plans and as a minimum provision in order to take full advantage of the whole school curriculum network infrastructure funded as part of NGfL):
· 6.2.1 Upgrade suitable computers to bring them up to at least the following specification:
· 64MB RAM
· Colour SVGA Monitor
· Windows 95 or NT4 operating system (for workstations)
· Network ready (i.e. inclusion of a network card)
· 1.2GB HDD
· 6.2.2 Replace all computers that are over five years old and/or lower specification than 486 processor.
· 6.2.3 Purchase of further computers to provide equivalent of one networked workstation per teaching room.
· 6.3 Time‑Scale: Medium term
· 6.4 Implications:
· 6.4.1 Costing of upgrade parts, replacement and new computers as needed in each department.
· 6.5 Responsibility: Head of IT, IT Technicians, Departmental ICT Links.
·
·
ICT Technical Support
7
· 7.1 Aim: To restructure and improve ICT Technician support for both the administration
· network and curriculum ICT provision.
· 7.2 Objectives:
· 7.2.1 To appraise the ICT Technicians in order to review their pay and conditions, and job descriptions.
· 7.2.2 Increase the hours covered to allow a greater degree of lesson support for staff. An increase of 5 hours (to 25 hours) + existing 37 hours would be the minimum anticipated.
· 7.2.3 Production of a technical support policy to support the work of the ICT Technicians.
· 7.3 Time‑scale: ASAP
Staff INSET and Professional Development
8
· 8.1 Aim: Develop staff capability and confidence in the use of ICT, in line with cross‑curricular ICT provision..
· 8.2 Objectives:
· 8.2.1 Network training sessions for ICT Links and then all staff, to include Internet capability.
· 8.2.2 Departmental training to facilitate ICT at KS3/4.
· 8.2.3 Key Skills ICT INSET for ICT staff and facilitation of departmental INSET.
· 8.2.4 Time devoted to ICT during INSET days.
· 8.2.5 Time off timetable for departments as necessary to deliver training on departmental software.
8.2.6 A weekly slot for ICT consultation on basis of consultation and training as arranged departmentally or individually.
8.3 Time‑scale: Short term
8.4 Implications:
8.4.1 Rooming and access to ICT facilities.
8.4.2 Availability of staff for training and provision of training.
8.4.3 Provision of adequate departmental and staff computers to enable training and follow‑up use to reinforce training.
8.5 Responsibility: Head of IT
9
9.1 Aim: To raise awareness and participation in external ICT training, specifically the INSET structure provided by the New Opportunities Fund.
9.2 Objectives:
9.2.1 Identify needs according to National guidelines.
9.2.2 Plan NOF expenditure.
9.2.3 Actively seek courses that are relevant to departments, using material provided nationally and independently from training providers.
9.2.4 Meet National objectives for ICT capability.
9.2.5 Release opportunities through the ICT newsletter that will is released regularly.
9.3 Time‑scale:
9.3.1 From Summer 1999 for planning expenditure.
9.3.2 Needs identification according to departmental plan, beginning Autumn 1999.
9.4 Implications:
9.4.1 Cost of cover.
9.4.2 Number of staff needing time out of lessons, possibly whole departments at once.
9.4.3 Provision of INSET time, and/or twilight sessions for ICT.
9.4.4 Suitable identification of courses and training providers.
9.5 Responsibility:
9.5.1 Head of IT, subject HoDs, SMT (Deputy i/c Professional Development)
Access to Networked Resources
10
10.1 Aim: To provide a relevant and up to date school intranet site that is integrated into departmental schemes of work, but is also selectively mirrored and developed for the Internet.
10.2 Objectives:
10.2.1 Set up a system by which all departments can write their own web based content for the site. This can be personal writing of web pages or by passing processing information for converting to web pages by a central web publishing team.
10.2.2 Make sure that the Internet based site is viewed and of use to prospective and current staff, parents and students.
10.3 Time‑scale: Spring term 1999
10.4 Responsibility: Head of IT
10.5 Implications:
10.5.1 Time for web co‑ordinator to upload new content and manage the site.
10.5.2 Time and training for staff to become proficient in developing their own web content.
10.5.3 Development of a web‑publishing team, comprising staff and students.
